Objectives: Th e study identifi es the factors that collectively initiated pedagogical leadership in preschools in the Kutná Hora district (ORP) between 2020 and 2025. It examines the mechanisms of their infl uence and interconnections. Methods: Th e research is mainly based on a qualitative design with elements of methodological triangulation. Data were collected through semi-structured interviews, observations, and feedback questionnaires. Th e analysis was conducted using open and axial coding methods with an emphasis on contextual anchoring and recurring patterns. Results: Th e initiation of pedagogical leadership was supported by a combination of three interrelated factors: accessible interventions, a supportive network infrastructure, and the school’s readiness for change; reinforced by the role of regional education guides. 60% of parent respondents noticed new opportunities for their child’s development, and 63% of them noticed more open and eff ective communication with the school. Conclusions: Successful activation of pedagogical leadership is not a spontaneous process but the result of long-term and targeted support. Th e synergy of three key factors and the work of regional education guides are crucial. Th is framework has a positive impact on children’s learning and the creation of a learning regional ecosystem.